Music
Curriculum INTENT
To teach our students that music is a subject for all and all students can make progress from their individual starting points. All students deserve a broad and ambitious music curriculum, rich in creative skills and knowledge, which ignites curiosity and prepares them well for future learning or employment. Enhancing cultural capital by introducing students to a range of musical genres from across the World promoting enjoyment and appreciation from a diverse range of cultures.
We strive to produce independent and resilient musicians and learners.
Curriculum End Points
KS3 Domains of Knowledge
Theory - Students will have a good understanding of the treble and bass clef. Students will be able to recall the 4 Instrumental families and identify instruments from each. Students will be able to name and describe the Dimensions of music. Students will know facts and be able to state key features from a wide range of musical genres. Students will develop their knowledge and experience of different musical cultures over time and across the world.
Listening - Students will be able to identify and notate simple melodies using graph notation. Students will be able to identify the 4 Instrumental families within a piece of music. Students will start to develop the skills to analysis music using the dimensions. Students will be able to recognise a wide range of musical genres upon listening to it.
Performing - Students will be able to use rehearsal time effectively to improve the accuracy of pitch, rhythm and fluency. Students will be able to play simple melodies on the keyboard. Students will be able to play using two hands, melody/bass line and chords on the keyboard. Student will be able to play a simple melody and chords on the Ukulele accurately and fluently. Students will be able to perform pieces of music on the keyboard from a range of musical genres:
Composing - Students will be able to compose simple melodies on the keyboard. Students will be able to arrange a musical ideas with thought to structure. Students will be able to plan and arrange their performances with thought to structure and rhythmic chord development.
KS3 Domains of Knowledge
Theory & Listening - Students will have a good understanding of notation including chord symbols, note editors on music software and melodic lines on the treble clef staff. Students will be able to complete thorough song analysis using the dimensions of music. Students will know the 4 instrumental families, the roles of different instruments within a piece of music and playing techniques used on different instruments. Students will have a good knowledge of different Musical Eras/genres. Students will have the knowledge and understanding of musical techniques used in a range of styles and genres
Performing - Students will be able to perform a music accurately, fluently and stylistically on their chosen instrument. Students will be able to perform as part of an ensemble with thought to timing and expression. They will have an understanding of the role of their instrument and play sensitively with the other parts. Students will understand how to make their performance expressive with use of the dimensions of music. They will be able to audit their skills and make SMART targets in order to develop and improve.
Composing - Students will be able to compose music in different genres. Students will be able to audit their composing skills and make SMART targets in develop and improve. Students will be able to compose using computer software - Cubase they will be able to respond to a music brief to create, perform or produce music. They will be reflective practitioners with the ability to evaluate and review their work and use this for development of skills and techniques that allow them to think about the development of their idea from the initial plan to the final musical product.
KS3 Curriculum Map
7 music learning journey new 2025 26 1 .pdf
Curriculum in Year 7
In year 7 students will study music whilst developing their listening, performing and composing skills. Students will learn about the dimensions of music and they will learn to identify them whilst completing listening tasks on New Orleans Jazz, Samba, Gamelan Music and Pop and Funk music. Students will build their confidence on musical instruments including the keyboard, ukulele, percussion and singing. They will get the opportunity to be creative and compose musical ideas within the genre they are studying.
How we assess:
|
Autumn Term |
Spring Term |
Summer Term |
|
|
Overview |
Students will complete a series of small tasks as a baseline to test musicality and basic knowledge. Listening skills assessments take place for each topic. Each topic has a set list of topic based keywords and theory and these are tested in a written format at the end of each topic. Final assessment – New Orleans Jazz music focusses on performance skills and reading music. Students are assessed on their accuracy and fluency for performance tasks. Samba is assessed on composition and the use of rhythmic and structural devices for their final group piece. |
Listening skills assessments take place for each topic. Each topic has a set list of topic based keywords and theory and these are tested in a written format at the end of each topic. Final assessment – Gamelan Music focus is fluency of a layered performance on the keyboard with thought to the structure and improvisation skills. Pop Music is assessed on the Ukulele with the focus on accuracy and fluency of chord changes on the Ukulele and picking a simple melody and counter melody.
|
Listening skills assessments take place for each topic. Each topic has a set list of topic based keywords and theory and these are tested in a written format at the end of each topic. Final assessment – Pop music focusses on performance skills and accompaniment patterns and variations. Students are assessed on their accuracy and fluency for performance tasks. Funk Music focusses on performance skills on bass / counter melodies, riffs and chords. Students are assessed on their accuracy and fluency for performance tasks. |
|
Content |
Dimensions of Music: Pitch, Rhythm, Tempo, Ostinato, Instruments of the orchestra, Samba percussion
Keyboard Skills: 'Oh When the Saints' learning Notes on the keyboard Treble clef Stave Correct finger positions Extension task - Left hand chords. Composing Skills: Note values / Rhythm/ Rhythmic devises 4 beat and 8 beat ostinato Rests and off beat rhythms |
Dimensions of Music: Dynamics, Texture, Structure, Improvisation Music history of music form Indonesia Keyboard Skills: Notes on the keyboard Treble clef Stave
Ukulele Skills: Chords - Strumming and Picking 7 Years – performance piece Picking Melodies and Counter melodies Duet performances Reading Chord charts and TAB music |
Dimensions of Music: Melody, Chords, Tempo, accompaniments. Fingerprints of Pop Music. Fingerprints of Funk Music.
Keyboard Skills: Chords – Accompaniment patterns. Melody and Chords. Bass lines and riffs. |
How can parents help?
- Where possible encourage students to play/practise musical instruments at home
- Encourage students to listen to a wide variety of music
- Encourage students to complete homework tasks and revise subject specific terminology
- Encourage students to attend extra-curricular clubs to support their development
Curriculum in Year 8
In year 8 students will study music whilst developing their listening, performing and composing skills. Students will learn about the dimensions of music and they will learn to identify them whilst completing listening tasks on Baroque Music, The Ballad, Indian Classical Music, Hip-hop and Junk Drumming. Students will build their confidence on musical instruments including the keyboard, ukulele, percussion and singing. They will get the opportunity to be creative and compose musical ideas within the genre they are studying.
How we assess:
|
Autumn Term |
Spring Term |
Summer Term |
|
|
Overview |
Students will complete a written baseline test to assess retention of music theory and knowledge learnt in year 7. Listening skills assessments take place for each topic. Each topic has a set list of topic based keywords and theory and these are tested in a written format at the end of each topic. Final assessment – Reading treble clef notation. The Fluency of a performance of Spring by Vivaldi on the keyboard with thought to tempo and expression. Baroque Composition - Final assessment - The Fluency of a performance of Pachelbel's Canon on the keyboard with thought to tempo -Bass line and Chords. Extension Tasks - Variations |
Listening skills assessments take place for each topic. Each topic has a set list of topic based keywords and theory and these are tested in a written format at the end of each topic. Final assessment - The Ballad Ukulele Duet – melody and chords – thought to structure. Hip-hop Listening skills - Assessments on Hip –hop music Keyword Test Final assessment – Keyboard
|
Listening skills assessments take place for each topic. Each topic has a set list of topic based keywords and theory and these are tested in a written format at the end of each topic. Final assessment - Indian Classical Music Performance of an Indian Raga piece with drone accompaniment with thought to changes in tempo. Final assessment - Junk Drumming – group percussion composition and performance with thought to textural and changes and structure. |
|
Content |
Dimensions of Music: Tempo, Texture, Timbre Instruments of the Baroque orchestra. Musical Eras/Timeline.
Keyboard Skills: Spring by Vivaldi Learning Notes on the keyboard Treble clef Stave Right Hand melody using the correct fingers. Extension Tasks – Adding Chords. Further music to improve their note reading skills. Composing Skills: Bass clef Stave. Left hand bass line. Right Hand Chords Extension task - Melodic composition to create variations |
Dimensions of Music: Chords, TAB, Dynamics, Texture, Structure, Key facts on The Ballad and how it was created.
Keyboard Skills: Notes on the keyboard Treble clef Stave
Ukulele Skills: Chords - Strumming and Picking Someone Like You by Adele – performance piece Picking Melodies. Duet performances. Reading Chord charts and TAB music Extension Task – Work out the rest of the melody by ear and perform in your assessment. Accompany yourself singing. |
Dimensions of Music: Tala Rhythms, ostinato, Structure of a RAGA. RAG scales, Drone. Tempo and Texture
Keyboard Skills: RAG scales, Indian melodies. Drone accompaniments
Performance Skills Percussion ensemble work |
How can parents help?
- Where possible encourage students to play/practise musical instruments at home
- Encourage students to listen to a wide variety of music
- Encourage students to complete homework tasks and revise subject specific terminology
- Encourage students to attend extra-curricular clubs to support their development
Curriculum in Year 9
In year 9 students will study music whilst developing their listening, performing and composing skills. Students will learn about the dimensions of music and they will learn to identify them whilst completing listening tasks on Rock and Roll, House Music, R&B and Rock, Reggae and Film Music. Students will build their confidence on musical instruments including the keyboard, ukulele, percussion and singing. They will get the opportunity to be creative and compose musical ideas within the genre they are studying.
How we assess:
|
Autumn Term |
Spring Term |
Summer Term |
|
|
Overview |
Students will complete a written baseline test to assess retention of music theory and knowledge learnt in years 7 and 8. Listening skills assessments take place for each topic. Each topic has a set list of topic based keywords and theory and these are tested in a written format at the end of each topic. Final assessment – Rock and Roll music focuses on the fluency of a left hand walking bass line. The performance on the keyboard will have thought to tempo, using the correct fingers and adding right hands chords. Final assessment - House Music. Students will recreate a house track using music software. |
Listening skills assessments take place for each topic. Each topic has a set list of topic based keywords and theory and these are tested in a written format at the end of each topic. Final assessment – Reggae – a performance with a focus on off-beat chords on the keyboard. Final assessment – Rock/R&B - students choose from a selection of instruments to perform one of the genres stylistically - Keyboard/Drum kit / singing or Guitar
|
Listening skills assessments take place for each topic. Each topic has a set list of topic based keywords and theory and these are tested in a written format at the end of each topic. Final assessment – Film Music composition to a story board demonstrating a change of mood, leitmotif and chromatic notes. Final assessment - Classical Music – Compose a classical piece using music software exploring different string playing techniques and timbres. |
|
Content |
Dimensions of Music: Pitch, Rhythm, Tempo, Chords, Walking Bass Lines, Bass Clef
Keyboard Skills: '12 Bar Blues' Walking Bass Line. Correct finger positions for the left hand. Extension task - improvisation.
Music Technology Skills Inputting musical ideas. Loops, instrumentation, Note values / Rhythm/ Rhythmic devises |
Dimensions of Music: Dynamics, Texture, Structure, Improvisation Music history of music form Indonesia Performance Skills: Solo and ensemble. Expression
Drum Kit Hold a 4 beat rhythm on the drum kit. Simple drum fills. |
Dimensions of Music: Tonality, Major, Minor, Cluster Chords, Leitmotif, Scales, Melody, Harmony, Arpeggios, Instruments of the classical orchestra.
Keyboard Skills: Chords patterns, Chromatic Scales, Melody and Chords.
Music Technology Skills Inputting musical ideas. instrumentation, Note values / Rhythm/ Melodic composition
|
How can parents help?
- Where possible encourage students to play/practise musical instruments at home
- Encourage students to listen to a wide variety of music
- Encourage students to complete homework tasks and revise subject specific terminology
- Encourage students to attend extra-curricular clubs to support their development
KS4 Curriculum
Subject Leader
Mrs Rothwell
Exam Board - Pearson Edexcel
At KS4 students can choose music as an option and will build on their knowledge and gain more depth of understanding. Students will receive four lessons a fortnight in year 10 and 5 lessons a fortnight in year 11. Students will specialise on a musical instrument of their choice and they will learn rehearsal techniques that will help them develop their skills and understand how to make the best possible progress. As well as working on their solo performance skills students will develop their ensemble skills. The students will learn how to create their own musical ideas including melodic lines, chord sequences, drum tracks and manipulate sound using Cubase sequencing software to create their own compositions and develop their music production skills along the way..
Year 10
Component 1: Exploring Music Products and Styles
Students will explore the techniques used in the creation of different musical products and investigate the key features of different musical styles. They will demonstrate an understanding of styles of music and apply understanding of the use of techniques to create music.
Through focused listening and music-making activities, students will explore a variety of musical styles and understand the key features of different styles of music and their use of musical elements. Students will investigate and experiment with how music from a variety of styles is performed, created and produced in order to produce their own products.
Year 11
Component 2: Music Skills Development
Students will have the opportunity to develop two musical disciplines through engagement in practical tasks, while documenting their progress and planning for further improvement. They will explore professional techniques for musicians and look at how musicians share their music with others. They will learn to use a variety of methods of evidencing processes and outcomes and communicating skills development.
Students will participate in workshops and sessions to identify and develop musical skills and techniques in the following three disciplines:
- Music performance
- Creating original music
- Music production.
Component 3: Responding to a Music Brief
This component is 40% of the course and is externally assessed. Students will be given the opportunity to develop and present music in response to a given music brief.
How we assess:
|
Autumn Term Year 10 |
Spring Term Year 10 |
Summer Term Year 10 |
|
|
Overview |
Baseline assessments in theory, solo performance, composition task and Musical Knowledge Component 1 Preparation |
Component 1 - Exploring Music Products and Styles 30% of the course and is internally assessed. |
Component 2 and Component 3 preparation |
|
Content |
|
|
|
|
|
Autumn Term Year 11 |
Spring Term Year 11 |
Summer Term Year 11 |
|
Overview |
Component 2
30% of the course and is internally assessed. |
External Examination 40% of the course and is externally assessed 30 hours Task 1 – Planning Task 2 – Composing/arranging and rehearsing. |
External Examination Exam Live performance.
Task 3 - Evaluation |
|
Content |
1. Music performance 2. Creating original music 3. Music production. |
|
|
Students will understand how to respond to a music brief and select and apply musical skills in response to a music brief. They will present a final musical product in response to the music brief and know how to evaluate the creative process and outcome.
Students can choose to take one of two pathways for this component:
Performance / Composition / Production
How can parents help?
- Where possible encourage students to practise their musical instrument at home
- Encourage students to listen to a wide variety of music
- Encourage students to complete coursework/ homework tasks and revise subject specific terminology
- Encourage students to attend extra-curricular clubs to support their development
Music Development Plan
wright robinson college music development plan summary 2025 2026.pdf